Early Life History and a Modeling Framework for Lobster (Homarus Americanus) Populations in the Gulf of Maine

Beginning in the late 1980s, lobster (Homarus americanus) landings for the state of Maine and the Bay of Fundy increased to levels more than three times their previous 20-year means. Reduced predation may have permitted the expansion of lobsters into previously inhospitable territory, but we argue that in this region the spatial patterns of recruitment and the abundance of lobsters are substantially driven by events governing the earliest life history stages, including the abundance and distribution of planktonic stages and their initial settlement as Young-of-Year (YOY) lobsters. Settlement densities appear to be strongly driven by abundance of the pelagic postlarvae. Postlarvae and YOY show large-scale spatial patterns commensurate with coastal circulation, but also multi-year trends in abundance and abrupt shifts in abundance and spatial patterns that signal strong environmental forcing. The extent of the coastal shelf that defines the initial settlement grounds for lobsters is important to future population modeling. We address one part of this definition by examining patterns of settlement with depth, and discuss a modeling framework for the full life history of lobsters in the Gulf of Maine.

Profile Effects in Early Bilingual Language and Literacy

Bilingual children's language and literacy is stronger in some domains than others. Reanalysis of data from a broad-scale study of monolingual English and bilingual Spanish-English learners in Miami provided a clear demonstration of "profile effects," where bilingual children perform at varying levels compared to monolinguals across different test types. The profile effects were strong and consistent across conditions of socioeconomic status, language in the home, and school setting (two way or English immersion). The profile effects indicated comparable performance of bilingual and monolingual children in basic reading tasks, but lower vocabulary scores for the bilinguals in both languages. Other test types showed intermediate scores in bilinguals, again with substantial consistency across groups. These profiles are interpreted as primarily due to the "distributed characteristic" of bilingual lexical knowledge, the tendency for bilingual individuals to know some words in one language but not the other and vice versa.